Date of Award
Doctor of Education (EdD)
Dr. Kay A. Keiser
The purpose of this study is to contribute to the body of literature around supporting new teachers, instructional coaching, and teacher self-efficacy. The study consists of a survey to determine the overall self-efficacy of both new and veteran teachers as well as teachers who have worked with an instructional coach twenty (20) hours or more and those that have not. Teachers’ self-efficacy beliefs were measured using a survey. The survey itself is based on a larger self-efficacy scale for teachers created by Bandura (2006). Teachers’ self-efficacy was also measured in three subcategories: instruction, discipline, and the ability to create a positive climate/culture. The study is of significant interest to schools or districts planning to implement or currently implementing an instructional coaching model and any district interested in retaining new teachers. The aim of this research is to determine why new teachers are leaving the profession at such alarming rates and what we can do to help them succeed and remain in the teaching profession. By measuring a new teacher’s self-efficacy some predictive value regarding his/her success and retention may be gained. New teachers need assistance, support, and encouragement. Approximately 50% of new teachers leave the teaching profession within the first five years. Instructional coaches can assist new teachers develop a strong sense of self-efficacy. With increased self-efficacy, maybe the retention rate will go up. Student achievement is also impacted negatively by high teacher turnover. Additionally, research on the use and helpfulness of instructional coaches is sorely needed. While the use of instructional coaching has gained acceptance, the way in which instructional coaches are used varies widely. This study will help target the use of instructional coaches to where they can make the greatest impact.
Kueny-Runge, Mary Beth, "THE DIFFERENCE A COACH CAN MAKE: Supporting New Teachers in the Classroom" (2015). Student Work. 3621.